http://www.simonmawer.com/mendel's_garden.jpg 1

http://khzs.fme.vutbr.cz/iahrwg2009/img/map_cz.gif 2

http://www.haverford.edu/biology/meneely/brno.htm 3

http://biology.clc.uc.edu/fankhauser/travel/berlin/for_web/ mendel/06_mendels_greenhouse_remains_pb100080.jpg 4

5 http://biology.clc.uc.edu/fankhauser/travel/berlin/for _web/mendel/05_mendels_garden_pb100065.jpg

http://www.mendelmuseum.org/eng/1online/room4.htm 6

http://www.mendel-museum.org/eng/8garden/ 7

http://biology.clc.uc.edu/fankhauser/travel/berlin/for_web/mendel/09_mendels_microscope_pb100081.jpg 8

http://www.brno.cz/galerie/obrazky/2_bazilika_npm01.jpg 9

http://biology.clc.uc.edu/fankhauser/travel/berlin/for_web/mendel/13_mendel_statue_pb100077.jpg

http://history.nih.gov/exhibits/nirenberg/images/photos/01_mendel_pu.jpg 11

THEMES IN THE STUDY OF LIFE New properties emerge at successive levels of biological organization. The cell is an organism s basic unit of structure and function. Structure and function are correlated at all levels of biological organization. Life s processes involve the expression and transmission of genetic information. (esp. the reasoning behind all of Mendel s experiments and the extension of Mendelian genetics by more recent experiments) Life requires the transfer and transformation of energy and matter. From molecules to ecosystems, interactions are important in biological systems. Feedback mechanisms regulate biological systems. Organisms interact with other organisms and the physical environment. The core theme: Evolution accounts for the unity and diversity of life. SCIENTIFIC INQUIRY IN BIOLOGY In studying nature, scientists make observations and form and test hypotheses. Science uses many technologies for specific goals of inquiry. (esp. crosses, such as monohybrid crosses, dihybrid crosses, test crosses, etc., and their expected genotypic and phenotypic ratios) Science benefits from a cooperative approach and diverse viewpoints. 12

Mendelian Genetics (vocabulary) 1. character (flower color) versus trait (purple-flowered) 2. true-breeding versus non-true-breeding 3. hybridization; monohybrid versus dihybrid 4. P generation versus F 1 generation versus F 2 generation 5. dominant versus recessive ------------------------------------------------------------------------- 6. gene versus allele 7. homozygous versus heterozygous 8. genotype versus phenotype 9. blending theory versus particulate theory 13

Table 14.1 14

15 Fig. 14.1 and 14.2

Fig. 14.3 16

Fig. 14.3 17

Fig. 14.3 18

Fig. 14.4 19

Monohybrid cross: Fig. 14.5 20

Monohybrid cross: Fig. 14.5 21

Table 14.1 22

Fig. 14.6 23

Test cross: Fig. 14.7 24

Dihybrid cross: Fig. 14.8 25

Dihybrid cross: Fig. 14.8 26

Mendel s Laws: Law of Equal Segregation Law of Independent Assortment When are these laws realized during meiosis? Which of these laws do you need to explain the outcome of a monohybrid cross? A dihybrid cross? 27

Fig. 14.9 28

Extending Mendelian Genetics for a Single Gene: complete dominance incomplete dominance codominance multiple alleles pleiotrophy 29

Incomplete dominance: Fig. 14.10 30

Incomplete dominance: Fig. 14.10 31

Incomplete dominance: Fig. 14.10 32

Incomplete dominance 33

Multiple alleles Complete dominance Codominance Fig. 14.11 34

Not from our text 35

Not from our text 36

Antigens in the blood plasma Type B & O Type A & O Red blood cells from an individual with Not from our text Universal donor? Type 0 - Universal recipient? Type AB + 37

Chapter summary, p. 291 38

Extending Mendelian Genetics for Two or More Genes: epistasis polygenic inheritance environmental impact 39

Epistasis: Fig. 14.12 40

http://vignette3.wikia.nocookie.net/uvminvasivespecies/images/a/a8/screen_shot_2015-03- 08_at_8.49.12_PM.png/revision/latest?cb=20150309005556 41

Polygenic and Environmental Impact: Fig. 14.13 42

Environmental impact in Hydrangea: Fig. 14.14 Increasing acidity 43

http://www.flowersbulbs.com/images/ph.gif 44

Chapter summary, p. 289 45

Human Traits Pedigree analysis Recessively inherited disorders Dominantly inherited disorders Multifactorial disorders Genetic testing and counseling 46

Pedigree analysis Fig. 14.15 47

Fig. 14.15 48

Fig. 14.15 49

Fig. 14.15 50

Fig. 14.15 51

Fig. 14.15 52

Fig. 14.15 53

Recessively inherited disorder: cystic fibrosis http://www.mc.vanderbilt.edu/reporter/?id=1163; 54

Recessively inherited disorder: sickle-cell disease http://www.sciencemuseum.org.uk/exhibitions/genes/images/1-3-5-1-4-2-1-3-1-0-0.jpg 55

Fig. 14.17 56

Recessively inherited disorder: albinism http://www.sarahleen.com/contents/images/image-cgi/among/among5.html 57

Fig. 14.16 58

Dominantly inherited disorder: achondroplasia 59

Dominantly inherited disorder: achondroplasia Fig. 14.18 60

Dominantly inherited disorder: Huntington s disease 61

Fig. 14.19 62

THEMES IN THE STUDY OF LIFE New properties emerge at successive levels of biological organization. The cell is an organism s basic unit of structure and function. Structure and function are correlated at all levels of biological organization. Life s processes involve the expression and transmission of genetic information. (esp. the reasoning behind all of Mendel s experiments and the extension of Mendelian genetics by more recent experiments) Life requires the transfer and transformation of energy and matter. From molecules to ecosystems, interactions are important in biological systems. Feedback mechanisms regulate biological systems. Organisms interact with other organisms and the physical environment. The core theme: Evolution accounts for the unity and diversity of life. SCIENTIFIC INQUIRY IN BIOLOGY In studying nature, scientists make observations and form and test hypotheses. Science uses many technologies for specific goals of inquiry. (esp. crosses, such as monohybrid crosses, dihybrid crosses, test crosses, etc., and their expected genotypic and phenotypic ratios) Science benefits from a cooperative approach and diverse viewpoints. 63